4. 1. Inductive introduction to the
new vocabulary and structures.
Power point (see following slides) showing
pictures of musical instruments; instructor
asks individual students, "Ты играешь на
_____?" Then a general question, "Кто
играет на _______? (Поднимите руки)" .
Repeat for games (играть в ______), activities
(заниматься _________).
14. 2. Establishing correct forms.
Write verbs on board, with government.
Think of and create models with examples all
together.
15. 3. Доречевое упражнение
In pairs, students take turns asking each other
"Что вы любите делать?" and responding using a
series of activities provided on a handout
(теннис, йога, рояль, etc.). Only the names of
the activities are given; students must decide
which verb to use (Я играю в/на….. or Я
занимаюсь......), conjugate them correctly, and
put the complement in the correct case.
[handout on next slide]
16. Модель:
шахматы
-- Что вы любите делать в свободное время?
-- Я играю в шахматы.
• теннис
• йога
• рояль
• балет
• скрипка
• футбол
• театр
• барабан
• спорт
• катание на велосипеде
• шахматы
• гитара
• танцы
• баскетбол
17. 4. Pечевое упражнениe : BINGO
Each student receives a "bingo card" with 25 squares
on it (see next slide). In each square is written an
activity. Students must walk around the classroom
asking each other formally correct questions ("Вы
играете в шахматы?") and responding in full
sentences ("Да, я играю в шахматы"). They can only
ask each student one question before moving on to
the next student. When a student answers a
question affirmatively, the asker writes that student's
name in the corresponding square on the bingo card.
First student to collect five adjacent names wins.
18.
19. 5. Развитие темы
After bingo, students report back: Кто здесь
играет в шахматы?, etc. Spotlight on each
student in turn, as their names come up:
Фрэнк, почему ты любишь катание на
велосипеде? Opportunity for self-expression
and deeper investigation of theme.
20. 6. Pечевое упражнениe с
аутентичным материалом
An authentic text (profile from a dating site – see next
slide) is given. Аs a class, we identify the information in
the profile that relates to hobbies. Here again there is
opportunity to deepen the conversation by asking what
hobbies reveal about a person? Why is it so important
for people to tell potential boyfriends/girlfriends what
their hobbies are? What can we learn about a person
from his/her hobbies? Then students, in pairs, invent an
imaginary user of a "dating and friendship" website and
create a partial profile for that person, describing
hobbies and interests that s/he hopes his/her future
partner or friend will share.
21. Чем занимаются...
Алекса́ндр Юлиа́на
Общительный, ответственный.
Внимательный слушатель.
Люблю плаванье, виндсёрфинг и бег.
Читаю книги те, что по душе.
Велосипеды/Мотоциклы, Водные виды
спорта, Деловое общение, Езда на
велосипеде, Игровые виды спорта,
Искусство/музеи, Исполнительные
виды искусства, Йога,
Кафе/рестораны, Кино/видео,
Книги/литература, Лодки/Яхты,
Машины, Музыка/концерты,
Приготовление пищи, Путешествия,
СМИ, Собаки, Татуировки, Фотография
22. 7. Домашнее задание
For homework, each student writes a letter to
the fictional owner of the profile s/he created,
explaining why s/he would be a good social
match for that person, based on the hobbies
they share (or alternatively, based on the ways
in which their different hobbies might
complement each other). This material can be
used for a role-playing dialog in the next class.